Division of Career and Adult Education

1. Division of Career and Adult Education Florida Energy Teachers Network June 13-14, 2011 Eric Owens/Kathryn Frederick • This presentation will probably involve audience discussion, which will create action items. Use PowerPoint to keep track of these action items during your presentation • In Slide Show, click on the right mouse button • Select “Meeting Minder” • Select the “Action Items” tab • Type in action items as they come up • Click OK to dismiss this box • This will automatically create an Action Item slide at the end of your presentation with your points entered.

2. Creating the Next Generation Occupation Standards for Career & Technical Education Florida Department of Education Division of Career and Adult Education

3. Creating the Next Generation Standards for Career & Technical Education Programs is Important to Florida’s • Economic Development • #1 issue identified by business/industry seeking to relocate or expand their business in Florida: Is the skilled workforce or “talent” available? • Ensuring that Florida’s career and technical education program standards are aligned with the needs of business and industry is a major component • Citizens • Seeking educational opportunities that will prepare them for high-skill, high-wage, high-demand occupations

4. In order to ensure that Florida has the skilled workforce to “grow” the economy: School Districts Community Colleges & other providers Occupation Programs Skilled Workforce Deliver the educational program Identify occupations important to Florida’s economic development Create the educational programs that prepare individuals for employment in the occupation Next Generation Standards

5. The Division of Career and Adult Education is responsible for: Developing the educational programs that will prepare individuals for the occupations that are important to Florida’s economic development. The Goal: Align Workforce Education Programs with Skill Requirements of the New Economy Right OccupationsRight Programs Right Time

6. Division of Career and Adult Education • Career and Adult Education has the responsibility for the development of curriculum frameworks for career and technical education programs from middle school through AS degrees

7. Career Clusters Agriculture, Food & Natural Resources Curriculum Consortium Architecture & Construction Curriculum Consortium Arts, A/V Technology & Communication Curriculum Consortium Business, Management & Administration Curriculum Consortium Education & Training Curriculum Consortium Energy Curriculum Consortium Health Science Curriculum Consortium Hospitality & Tourism Curriculum Consortium Human Services Curriculum Consortium Information Technology Curriculum Consortium Manufacturing Curriculum Consortium Marketing, Sales & Service Curriculum Consortium STEM Curriculum Consortium Financial Services Curriculum Consortium Law, Public Safety & Security Curriculum Consortium Transportation, Distribution & Logistics Curriculum Consortium Government & Public Administration Curriculum Consortium

8. Division of Career and Adult Education • Each program curriculum framework includes the technical and academic skills that are essential to the career/occupation. “What a student needs to know and be able to do.” • The development of each curriculum framework must involve all stakeholders, with business and industry taking the lead in identifying the required technical and academic skills

9. Curriculum Development and Revision Process • Florida law requires programs be updated at least every 3 years • In the past, staff has worked with partners to update existing programs and develop new programs • However, the process has not been comprehensive, consistent, inclusive or as transparent as it should be

10. The Process for Creating the Next Generation of Standards for Career & Technical Education Programs The Process will be: • Driven by business and industry • Inclusive/all stakeholders • Comprehensive • Consistent • Transparent • On-going Guiding Principals

11. Next Generation Standards for Career & Technical Education Development Process Steering Committee Agriculture, Food & Natural Resources Curriculum Consortium Architecture & Construction Curriculum Consortium Arts, A/V Technology & Communication Curriculum Consortium Business, Management & Administration Curriculum Consortium Education & Training Curriculum Consortium Energy Curriculum Consortium Health Science Curriculum Consortium Hospitality & Tourism Curriculum Consortium Human Services Curriculum Consortium Information Technology Curriculum Consortium Manufacturing Curriculum Consortium Marketing, Sales & Service Curriculum Consortium STEM Curriculum Consortium Financial Services Curriculum Consortium Law, Public Safety & Security Curriculum Consortium Transportation, Distribution & Logistics Curriculum Consortium Government & Public Administration Curriculum Consortium

12. Next Generation Standards for Career & Technical Education Steering Committee The role of the Steering Committee is to: • Provide guidance to and oversight of the entire process • Approve the program of work for each career cluster

13. Career Cluster Working Group* Representation • Business/Industry • Professional/Trade Association(s) representing business and industry • Regional Workforce Board • Banner Center (if available) • Local/Regional Economic Development Organization • Regulatory Agency(ies) • Secondary Sector • Postsecondary School District Sector • Community College Sector • DOE Cluster State Supervisor (staff) * Each working group will be chaired by a business/industry representative and co-chaired by an educator.

14. Team Betsy Levingston, Chair - Lakeland Electric Jennifer Grove, Co-chair - Gulf Power Industry Members Carol Higley - JEA Sharon Patterson - JEA Susan Van Buren - CHELCO Valerie Taylor - Center for Energy Workforce Development Horace Robertson - Secretary Treasure, Consortium for Entrepreneurship Education Education Members Jose Farinos - Dean, Advanced Technology Division, IRRC/Banner Center for Energy Jody Bryant - Westside Tech Rick Frazier - Workforce Training & Business Services, Tallahassee Community College

15. Goals for Working Committee • Review information regarding occupations that are important to Florida’s economic development • Compare this with training programs that are currently available in Florida’s public educational system • Identify occupations we should be preparing for and frameworks that need revising • Develop a 3-year program of work

18. Example of Career Cluster Consortium Working Group Process Working Group Program Committee Energy Curriculum Consortium Develop new program frameworks Revise/delete existing frameworks Consolidate existing frameworks • Manage/oversee the process • Identify occupations • Develop 3-year program of work • Oversee implementation of program of work strategies, timeline & participants New or Revised Curriculum Frameworks • Membership: • Secondary • Technical Center • Community College • Business/Industry • Workforce Board • Banner Center • Regulatory Agency • . . . etc. Next Generation Standards What an individual needs to know and be able to do

19. CTE/Academic Alignment WHY? • 1990 Federal legislation encouraged the integration of academic and vocational education • The Carl D. Perkins Act requires promoting “the development of services and activities that integrate rigorous and challenging academic and career instruction • There are State laws requiring “applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.” • The Career and Professional Education Act requires a rigorous academic curriculum integrated with a career curriculum. • And……………

20. RTTT (Race To The Top)

21. How are courses aligned? • Courses with high math or science content are identified by the Program Specialists • Expert academic and CTE teachers are identified • Teams are created from these experts to review the courses • Where applicable, the courses are aligned with current Math and/or Science NGSSS • Additional math or science concepts needed are identified

22. Focusedon the task